In order to demonstrate understanding of InTASC Standard #2, Learning Differences, a teacher recognizes the diverse cultures and communities of his/her/their students, as well as the students’ individual differences. By understanding and celebrating these differences, a teacher can best create an inclusive learning space and enable students to meet high educational standards. Through this standard, a teacher can develop effective lessons that fully engage all learners.
In my work, I have used notes in different formats, text sets, and multiple modes of response to demonstrate my understanding of Learning Differences.
Provided Notes
I demonstrate this standard by providing my students with both text and audio notes, as well as informative videos to ensure that all students have a format in which they can most effectively learn the content. In addition to providing notes which meet the needs of students with linguistic, visual/spatial, and auditory learning styles, providing multiple versions of the content notes provides accessibility to students with IEPs or English language learners who may need to both hear and see words to fully understand the content.
Text Set
I have also implemented the Learning Differences standard through the development of a text set paired with an Adaptations unit for middle school learners. This text set contains books and other media resources ranging from a Flesch-Kincaid Grade Level of 1.1 (Beginner) to 9.9 (Advanced/Specialized). While beginner level books have more simple vocabulary and grammar than the books found in the higher levels, all of the resources contain information about adaptations and vocabulary specific to this unit so all students are able to find new information and contribute to small group and class discussions with what they’ve learned. By accommodating students of all reading skill levels, I can ensure that all students can access the unit content and can engage fully with the classroom activities.
Formative Assessments
I further implement this standard by using various formative assessments with my students every day. By using techniques such as Kahoot games, small group discussion, or thumbs up/thumbs down responses, I have given my students opportunities to participate in class in ways in which they are comfortable. For example, students who are not confident speaking in front of the class can participate through voting or one-on-one discussion with me during independent practice time.
